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Holland House School[1]

Independent · ages 4–11

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Headline results

No headline results are published for this school in the latest two years.

Results

No published data for this school.

Ofsted

Inspected by
Independent Schools Inspectorate (ISI)[2]

Inspected by the Independent Schools Inspectorate (ISI), not Ofsted. ISI publishes its reports on its own website (isi.net), not as open data, so they aren't shown here.

Competition to get in

Admissions

Sibling priority
Holland House School has NO Sibling Policy. 2026-10-14[3]
Sibling policy
Admission is not automatic and there may be occasions where we judge that a sibling is likely to thrive better in a different educational environment. Holland House School has NO Sibling Policy. 2026-10-14[3]

Character & practicalities

Fees

No fees published on the school's website that we could verify.

Type
Other independent school[1]
Ages
4–11[1]
Boys / girls
Mixed[1]
Admissions
Selective[1]
Sixth form
No[1]
Boarding
No boarders[1]
Capacity
148[1]
Local authority
Barnet[1]
Website
www.hollandhouse.org.uk[1]
Nursery classes
No Nursery Classes[2]
Special classes
No Special Classes[2]
Section 41 (can be named in an EHC plan)
Not approved[2]
District
Barnet[4]
Postcode
HA8 8TP[1]
URN
101380[1]

School details as recorded in Get Information About Schools on 14 Oct 2026.

Pupils

Number on roll
141 2024/25[5]
SEN support
7.1% 2024/25[5]
EHC plan
0% 2024/25[5]
Free school meals in the last 6 years
0% 2024/25[5]

Routes to senior schools

No preferential route at 11+
Pupils sit each senior school's competitive entrance exams; no guaranteed or preferential place. Our aim is to give parents the widest possible choice of senior schools for their children at the age of 11 2026-10-14[6]

In the inspectors' and the school's words

Academic
Leaders have established a clear vision for pupils centred on the pursuit of academic achievement.[7]
Warmth
Leaders create a warm and supportive learning environment in which academic rigour is at the centre.[7]
Pastoral care
Leaders have put in place a number of initiatives to promote pupils’ mental and emotional wellbeing, including dedicated lessons providing pupils with strategies to maintain emotional wellbeing and access to wellbeing support officers. Standards are not met with respect to the welfare, health and safety of pupils at the school.[7]
Behaviour
Pupils’ behaviour in lessons and around school is positive and any low-level incidents are dealt with quickly and effectively[7]
Learning support
The needs of pupils who have special educational needs and/or disabilities (SEND) are met well. Pupils who have SEND make good progress.[7]
Enrichment
leaders have implemented a varied extra-curricular programme and are responsive to pupils’ and parents’ suggestions for new activities, for example the recent addition of a robotics club.[7]
Pupil voice
They value having a voice and appreciate the right for that voice to be heard through active membership of the school council Pupils’ social understanding is enhanced through their work with school leaders to devise revisions to the behaviour policy and its implementation.[7]
Independence
However, in some lessons, teachers do not always give pupils the opportunity to develop their ability to think and learn for themselves. In these lessons, teaching does not require pupils to apply their prior learning in ways which allow them to think and learn for themselves.[7]
Collaboration
pupils learn how to form healthy relationships and build bonds with one another based on mutual respect and learning how to listen to others.[7]
Structure
The school seeks to provide an education that is underpinned by traditional values and strong relationships between teachers, pupils and parents. Behavioural incidents are managed using different levels of action, which develops pupils’ understanding of right and wrong.[7]
Diversity
They experience a rich variety of cultures and religions in school, which helps them to develop awareness and respect in the outside world. The school has identified English as an additional language for 25 pupils.[7]
Sport
They develop a range of skills, such as throwing, catching, jumping and running, which they apply in games sessions and fixtures.[7]

Sources

  1. Department for Education: Get Information About Schools: all establishments. Period 2026-10-14, published 2026-10-14. Publication page. Data file. Licence: OGL-3.0.
  2. Department for Education: Get Information About Schools: all establishments (independent schools' inspectorate and provision). Period 2026-10-17, published 2026-10-17. Publication page. Data file. Licence: OGL-3.0.
  3. hollandhouse.org.uk: hollandhouse.org.uk — Admissions Policy (PDF). Period 2026-10-14. Licence: copyright-quoted.
    Quotes (2)
    Holland House School has NO Sibling Policy. (p. 5)
    Admission is not automatic and there may be occasions where we judge that a sibling is likely to thrive better in a different educational environment. Holland House School has NO Sibling Policy. (p. 5)
  4. Office for National Statistics: Parish to Ward to Local Authority District (May 2026) Lookup in EW. Period 2026-05-01. Publication page. Data file. Licence: OGL-3.0.
  5. Department for Education: Compare School Performance download: School census. Period 2024/25, final. Publication page. Data file. Licence: OGL-3.0.
  6. hollandhouse.org.uk: hollandhouse.org.uk — Leavers destinations. Period 2026-10-14. Licence: copyright-quoted.
    Quote
    Our aim is to give parents the widest possible choice of senior schools for their children at the age of 11 (p. 1)
  7. reports.isi.net: reports.isi.net document (PDF). Period 2026-10-14. Licence: copyright-quoted.
    Quotes (18)
    They develop a range of skills, such as throwing, catching, jumping and running, which they apply in games sessions and fixtures (p. 9)
    Leaders create a warm and supportive learning environment in which academic rigour is at the centre (p. 5)
    Leaders have established a clear vision for pupils centred on the pursuit of academic achievement (p. 3)
    Leaders have put in place a number of initiatives to promote pupils' mental and emotional wellbeing, including dedicated lessons providing pupils with strategies to maintain emotional wellbeing and access to wellbeing support officers (p. 3)
    Standards are not met with respect to the welfare, health and safety of pupils at the school (p. 10)
    Pupils' behaviour in lessons and around school is positive and any low-level incidents are dealt with quickly and effectively (p. 9)
    They experience a rich variety of cultures and religions in school, which helps them to develop awareness and respect in the outside world (p. 11)
    The school has identified English as an additional language for 25 pupils (p. 15)
    The school seeks to provide an education that is underpinned by traditional values and strong relationships between teachers, pupils and parents (p. 15)
    Behavioural incidents are managed using different levels of action, which develops pupils' understanding of right and wrong (p. 9)
    leaders have implemented a varied extra-curricular programme and are responsive to pupils' and parents' suggestions for new activities, for example the recent addition of a robotics club (p. 8)
    They value having a voice and appreciate the right for that voice to be heard through active membership of the school council (p. 11)
    Pupils' social understanding is enhanced through their work with school leaders to devise revisions to the behaviour policy and its implementation (p. 11)
    However, in some lessons, teachers do not always give pupils the opportunity to develop their ability to think and learn for themselves (p. 3)
    In these lessons, teaching does not require pupils to apply their prior learning in ways which allow them to think and learn for themselves (p. 7)
    pupils learn how to form healthy relationships and build bonds with one another based on mutual respect and learning how to listen to others (p. 9)
    The needs of pupils who have special educational needs and/or disabilities (SEND) are met well (p. 7)
    Pupils who have SEND make good progress (p. 7)